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浅山 慧
アサヤマ アキラ ASAYAMA Akira 所 属 札幌校 職 名 講師 |
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| 言語種別 | 日本語 |
| 発行・発表の年月 | 2021/09/30 |
| 形態種別 | 学術雑誌 |
| 査読 | 査読あり |
| 標題 | 高校生における可能自己の活性化が学習意図に及ぼす影響 |
| 執筆形態 | 共著第一著者 |
| 掲載誌名 | 教育心理学研究 |
| 掲載区分 | 国内 |
| 出版社・発行元 | 日本教育心理学会 |
| 巻・号・頁 | 69(3),268-280頁 |
| 総ページ数 | 13 |
| 担当区分 | 筆頭著者,責任著者 |
| 著者・共著者 | 浅山 慧, 越良 子 |
| 概要 | This study investigated how activating possible selves influences high school students’ learning intentions. Among 646 students, it was hypothesized that learning motivation would increase when students viewed school as relevant to their future, had specific possible selves, or valued achieving those selves. Results showed that activating specific possible selves enhanced learning intention, even when students did not strongly connect school to their future or highly value their possible selves. Thus, only the hypothesis about specificity was partially supported, indicating that specific possible selves can motivate learning regardless of students’ future outlook or values. |
| DOI | 10.5926/jjep.69.268 |
| ISSN | 00215015 |
| NAID | 130008116918 |
| researchmap用URL | https://doi.org/10.5926/jjep.69.268 |